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Pandemi Döneminde Dijital Eğitim Teknolojisinin Dönüştürücü Etkisi Bağlamında Eğitim Hakkı ve Eğitim Politikaları

Year 2021, Volume: 11 Issue: 1, 25 - 37, 03.05.2021
https://doi.org/10.2399/yod.20.012000

Abstract

Toplumsal yaşam ve kurumsal yapılarımız üzerindeki etkisinin öngörülemez biçimde sürmesi beklenen Covid-19 pandemisinin, bulaş riskini minimize etmek adına alınan en önemli sağlık tedbiri olan 'sosyal mesafe', toplumsal yaşamın akış dinamiğini tümüyle inkıtaya uğratmıştır. Bu kapsamda, organik bir sosyal bağlamda icra edilebilir nitelikte olan; başlıca eğitim-öğretim hizmetleri olmak üzere birçok sektör, geleneksel yapısal unsurlarının dışında yeni yapı dinamikleri üzerinden hızlı bir biçimlenme sürecine maruz kalmıştır. Dünya çapında, eğitim sistemlerinde krize yol açan pandemi ile ülkeler, acil bir eğitim politikası değerlendirme sürecine girmişlerdir. Bu çerçevede teknolojik imkanların kullanılması ile eğitim kesintisinin önüne geçilmeye çalışılmıştır. Bu bağlamda çalışmamızda pandemi döneminde eğitim-öğretim süreçlerinin icra edildiği yeni yordam olarak nitelendirdiğimiz 'yapay tekno-sosyal ağın' eğitim paradigması açısından dönüştürücü etkisi konu edilecektir. Bunun yanında, kimisi yapay zekâ tabanlı olmak üzere geliştirilen ve pandemi öncesinde de destekleyici eğitim-öğretim mekanizmaları olarak kullanılan teknolojik donanımların, eğitim hakkı çerçevesinde ortaya çıkardığı imkân ve sorun alanları boyutlandırılacaktır. Bu noktada özellikle eğitim-öğretim hizmetlerinin dijital sunumu olarak nitelendirebileceğimiz 'uzaktan eğitim' veya 'çevrimiçi eğitim' uygulamaları tartışmanın yürütüleceği temel boyut olarak kaydedilebilir.

References

  • Algan, B. (2007). Ekonomik, sosyal ve kültürel hakların korunması. Ankara: Seçkin Yayınları.
  • Altbach, P. G. & Wit, H. (2020). Postpandemic outlook for higher education is bleakest for the poorest. International Higher Education, 102(Special Issue), 3–5.
  • Bourdieu, P. & Passeron, J. C. (2014). Vârisler öğrenciler ve kültür (L. Ünsaldı & A. Sümer, Çev.). Ankara: Heretik Yayınları.
  • Bulut, N. (2009). Sanayi devriminden küreselleşmeye sosyal haklar. İstanbul: On İki Levha Yayıncılık.
  • Committee on Economic, Social and Cultural Rights (CESCR) (1999). International Covenant on Economic, Social and Cultural Rights. General Comment No. 13: The right to education (article 13) (1999). Erişim adresi https://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/d)GeneralCommentNo13Therighttoeducation(article13)(1999).aspx (12 Haziran 2020).
  • Erkut, E. (2020). Covid-19 sonrası yükseköğretim. Yükseköğretim Dergisi, 10(2), 125–133.
  • Freire, P. (2011). Ezilenlerin pedagojisi (D. Hattatoğlu & E. Özbek, Çev.). İstanbul: Ayrıntı Yayınları.
  • Friga, P. N. (2020). The great recession was bad for higher education. Coronavirus could be worse. The Chronicle of Higher Education, March 24.
  • Gasset, J. O. Y. (1998). Üniversitenin misyonu (N. G. Işık, Çev.), İstanbul: Yapı Kredi Yayınları.
  • Govindarajan, V. & Srivastava, A. (2020). What the Shift to Virtual Learning Could Mean for the Future of Higher Education, Harward Business Review, March. Erişim adresi https://www.chronicle.com/article/the-great-recession-wasbad-for-higher-education-coronavirus-could-be-worse (12 Haziran 2020).
  • Huang, R., Spector, J. M. & Yang, J. (2019). Educational technology: A primer for the 21st Century. Singapore: Springer.
  • Illich, I. (2016). Okulsuz toplum (M. Özay, Çev.). İstanbul: Şule Yayınları.
  • Kapani, M. (1993). Kamu hürriyetleri. Ankara: Yetkin Yayınları.
  • Karadağ, E. & Yücel, C. (2020), Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192.
  • Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum, April 29. Erişim adresi https://www.weforum.org/agenda/2020/04/coronavirus-educationglobal-covid19-online-digital-learning (10 Haziran 2020).
  • Marinoni, G. & van’t Land, H. (2020). The impact of Covid-19 on global higher education. International Higher Education, 102(Special Issue), 7–9.
  • Marinoni, G. & van’t Land, H. & Jensen, T. (2020, May). The impact of Covid-19 on higher education around the World. IAU Global Survey Report. Paris: International Association of Universities. Erişim adresi https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf (15 Haziran 2020).
  • Martin, M. & Furiv, U. (2020, May). Flexible learning during Covid-19: How to ensure quality higher education at a distance. GEM Report. World Education Blog. Erişim adresi https://gemreportunesco.wordpress.com/2020/05/07/flexible-learning-during-covid-19-how-to-ensurequality-higher-education-at-a-distance (13 Haziran 2020).
  • Means, A. J. (2018). Learning to save the future rethinking education and work in an era of digital capitalism. New York: Routledge Taylor & Francis Group.
  • Müller, A. (2009). Limitations to and derogations from economic, social and cultural rights. Human Rights Law Review, 9(4), 557–601.
  • OECD (2020). Learning remotely when schools close: How well are students and schools prepared? Insights from PISA. Erişim adresi https://www.oecd.org/coronavirus/policy-responses/learningremotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7 (10 Haziran 2020).
  • Onyema, E. M., Eucheria, N. C., Faith, A., Grace A. F., Alhuseen, O. A., Sharma, A., & Sen, S. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.
  • Pigozzi, M. J. (1999). Education in Emergencies and for Reconstruction: A Developmental Approach, UNICEF Programme Division Education Document, No/99-1, New York.
  • Schumpeter, J. A. (2003). Capitalizm, socialism and democracy (Introduction By Richard Swedberg). New York: Routledge.
  • Selwyn, N., Macgilchrist, F., & Williamson, B. (2020). Digital education after COVID-19, TECHLASH, 1. Postdigital Science and Education, 2(3), 1047–1051.
  • Spring, J. (2014). Özgür eğitim (A. Ekmekçi, Çev.). İstanbul: Ayrıntı Yayınları.
  • Swartz, D. (2013). Kültür ve iktidar: Pierre Bourdieu’nün sosyolojisi (E. Gen, Çev.). İstanbul: İletişim Yayınları.
  • Tam, G. & El-Azar, D. (2020, March 13). 3 ways the coronavirus pandemic could reshape education. World Economic Forum. Erişim adresi https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-tostay (10 Haziran 2020).
  • UNESCO (2020a). Education: From disruption to recovery. Erişim adresi https://en.unesco.org/covid19/educationresponse (12 Haziran 2020).
  • UNESCO (2020b). COVID-19 education response. Erişim adresi https://en.unesco.org/covid19/educationresponse/globalcoalition (10 Haziran 2020).
  • United Nations Development Programme (UNDP). (2020). Covid-19 and human development: Assessing the crisis, envisioning the recovery. New York: Human Development Perspectives.
  • Vincent-Lancrin, S., & van der Vlies, R. (2020, April 6). Trustworthy artificial intelligence (AI) in education: Promises and challenges. OECD Education Working Papers, No. 218. Erişim adresi http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2020)6&docLanguage=En (15 Haziran 2020).
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114.
  • World Bank (2020a). The COVID-19 crisis response: Supporting tertiary education for continuity, adaptation, and innovation. World Bank Group Education. Erişim adresi http://documents1.worldbank.org/curated/en/621991586463915490/The-COVID-19-Crisis-Response-Supporting-Tertiary-Education-for-Continuity-Adaptation-and-Innovation.pdf (12 Haziran 2020).
  • World Bank (2020b). The Covid-19 pandemic: Shocks to education and policy responses. World Bank Group. Erişim adresi https://www.worldbank.org/en/topic/education/publication/the-covid19-pandemic-shocks-toeducation-and-policy-responses (12 Haziran 2020).
  • YÖK (2020a). Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-dijitalsinavlarintemel-ilkeleri.aspx (30 Haziran 2020).
  • YÖK (2020b). Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerdeuygulanacak-uzaktan-egitime-iliskinaciklama.aspx (30 Haziran 2020).

The Right to Education and Education Policies in the Context of the Transformative Effect of Digital Education Technology in the Pandemic Period

Year 2021, Volume: 11 Issue: 1, 25 - 37, 03.05.2021
https://doi.org/10.2399/yod.20.012000

Abstract

'Social distance', which is the most important health precaution taken to minimize the transmission risk of Covid-19 pandemic, whose impact on our social life and institutional structures is expected to continue unpredictably, has completely disrupted the dynamics of social life. In this context, many sectors, especially education and training services, which can only be delivered in an organic social context, have had to undergo a rapid formation process through new building dynamics apart from their traditional structural elements. Leading to a crisis in education systems, the pandemic required the urgent development of new education policies, and the prevention of disruption in education through the use of the most widely available technological opportunities available locally. Our study aims to analyze the transformative effect of the 'artificial techno-social network' as the new education and training method during the pandemic period on the education paradigm. In addition, the possibilities and problems presented by the new technological equipment (some AI-based) some of which were already in use to supplement education before the pandemic will be discussed in terms of the right to education. The 'distance education' or 'online education' practices, which can be described as the digital presentation of education and training services, are the main focus of the discussion.

References

  • Algan, B. (2007). Ekonomik, sosyal ve kültürel hakların korunması. Ankara: Seçkin Yayınları.
  • Altbach, P. G. & Wit, H. (2020). Postpandemic outlook for higher education is bleakest for the poorest. International Higher Education, 102(Special Issue), 3–5.
  • Bourdieu, P. & Passeron, J. C. (2014). Vârisler öğrenciler ve kültür (L. Ünsaldı & A. Sümer, Çev.). Ankara: Heretik Yayınları.
  • Bulut, N. (2009). Sanayi devriminden küreselleşmeye sosyal haklar. İstanbul: On İki Levha Yayıncılık.
  • Committee on Economic, Social and Cultural Rights (CESCR) (1999). International Covenant on Economic, Social and Cultural Rights. General Comment No. 13: The right to education (article 13) (1999). Erişim adresi https://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/d)GeneralCommentNo13Therighttoeducation(article13)(1999).aspx (12 Haziran 2020).
  • Erkut, E. (2020). Covid-19 sonrası yükseköğretim. Yükseköğretim Dergisi, 10(2), 125–133.
  • Freire, P. (2011). Ezilenlerin pedagojisi (D. Hattatoğlu & E. Özbek, Çev.). İstanbul: Ayrıntı Yayınları.
  • Friga, P. N. (2020). The great recession was bad for higher education. Coronavirus could be worse. The Chronicle of Higher Education, March 24.
  • Gasset, J. O. Y. (1998). Üniversitenin misyonu (N. G. Işık, Çev.), İstanbul: Yapı Kredi Yayınları.
  • Govindarajan, V. & Srivastava, A. (2020). What the Shift to Virtual Learning Could Mean for the Future of Higher Education, Harward Business Review, March. Erişim adresi https://www.chronicle.com/article/the-great-recession-wasbad-for-higher-education-coronavirus-could-be-worse (12 Haziran 2020).
  • Huang, R., Spector, J. M. & Yang, J. (2019). Educational technology: A primer for the 21st Century. Singapore: Springer.
  • Illich, I. (2016). Okulsuz toplum (M. Özay, Çev.). İstanbul: Şule Yayınları.
  • Kapani, M. (1993). Kamu hürriyetleri. Ankara: Yetkin Yayınları.
  • Karadağ, E. & Yücel, C. (2020), Yeni tip Koronavirüs pandemisi döneminde üniversitelerde uzaktan eğitim: Lisans öğrencileri kapsamında bir değerlendirme çalışması. Yükseköğretim Dergisi, 10(2), 181–192.
  • Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum, April 29. Erişim adresi https://www.weforum.org/agenda/2020/04/coronavirus-educationglobal-covid19-online-digital-learning (10 Haziran 2020).
  • Marinoni, G. & van’t Land, H. (2020). The impact of Covid-19 on global higher education. International Higher Education, 102(Special Issue), 7–9.
  • Marinoni, G. & van’t Land, H. & Jensen, T. (2020, May). The impact of Covid-19 on higher education around the World. IAU Global Survey Report. Paris: International Association of Universities. Erişim adresi https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf (15 Haziran 2020).
  • Martin, M. & Furiv, U. (2020, May). Flexible learning during Covid-19: How to ensure quality higher education at a distance. GEM Report. World Education Blog. Erişim adresi https://gemreportunesco.wordpress.com/2020/05/07/flexible-learning-during-covid-19-how-to-ensurequality-higher-education-at-a-distance (13 Haziran 2020).
  • Means, A. J. (2018). Learning to save the future rethinking education and work in an era of digital capitalism. New York: Routledge Taylor & Francis Group.
  • Müller, A. (2009). Limitations to and derogations from economic, social and cultural rights. Human Rights Law Review, 9(4), 557–601.
  • OECD (2020). Learning remotely when schools close: How well are students and schools prepared? Insights from PISA. Erişim adresi https://www.oecd.org/coronavirus/policy-responses/learningremotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7 (10 Haziran 2020).
  • Onyema, E. M., Eucheria, N. C., Faith, A., Grace A. F., Alhuseen, O. A., Sharma, A., & Sen, S. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.
  • Pigozzi, M. J. (1999). Education in Emergencies and for Reconstruction: A Developmental Approach, UNICEF Programme Division Education Document, No/99-1, New York.
  • Schumpeter, J. A. (2003). Capitalizm, socialism and democracy (Introduction By Richard Swedberg). New York: Routledge.
  • Selwyn, N., Macgilchrist, F., & Williamson, B. (2020). Digital education after COVID-19, TECHLASH, 1. Postdigital Science and Education, 2(3), 1047–1051.
  • Spring, J. (2014). Özgür eğitim (A. Ekmekçi, Çev.). İstanbul: Ayrıntı Yayınları.
  • Swartz, D. (2013). Kültür ve iktidar: Pierre Bourdieu’nün sosyolojisi (E. Gen, Çev.). İstanbul: İletişim Yayınları.
  • Tam, G. & El-Azar, D. (2020, March 13). 3 ways the coronavirus pandemic could reshape education. World Economic Forum. Erişim adresi https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-tostay (10 Haziran 2020).
  • UNESCO (2020a). Education: From disruption to recovery. Erişim adresi https://en.unesco.org/covid19/educationresponse (12 Haziran 2020).
  • UNESCO (2020b). COVID-19 education response. Erişim adresi https://en.unesco.org/covid19/educationresponse/globalcoalition (10 Haziran 2020).
  • United Nations Development Programme (UNDP). (2020). Covid-19 and human development: Assessing the crisis, envisioning the recovery. New York: Human Development Perspectives.
  • Vincent-Lancrin, S., & van der Vlies, R. (2020, April 6). Trustworthy artificial intelligence (AI) in education: Promises and challenges. OECD Education Working Papers, No. 218. Erişim adresi http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2020)6&docLanguage=En (15 Haziran 2020).
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114.
  • World Bank (2020a). The COVID-19 crisis response: Supporting tertiary education for continuity, adaptation, and innovation. World Bank Group Education. Erişim adresi http://documents1.worldbank.org/curated/en/621991586463915490/The-COVID-19-Crisis-Response-Supporting-Tertiary-Education-for-Continuity-Adaptation-and-Innovation.pdf (12 Haziran 2020).
  • World Bank (2020b). The Covid-19 pandemic: Shocks to education and policy responses. World Bank Group. Erişim adresi https://www.worldbank.org/en/topic/education/publication/the-covid19-pandemic-shocks-toeducation-and-policy-responses (12 Haziran 2020).
  • YÖK (2020a). Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-dijitalsinavlarintemel-ilkeleri.aspx (30 Haziran 2020).
  • YÖK (2020b). Erişim adresi https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerdeuygulanacak-uzaktan-egitime-iliskinaciklama.aspx (30 Haziran 2020).
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Conceptual Research
Authors

Muharrem Kılıç 0000-0002-7937-3998

Publication Date May 3, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Kılıç, M. (2021). Pandemi Döneminde Dijital Eğitim Teknolojisinin Dönüştürücü Etkisi Bağlamında Eğitim Hakkı ve Eğitim Politikaları. Yükseköğretim Dergisi, 11(1), 25-37. https://doi.org/10.2399/yod.20.012000

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